In this lesson we will define and give examples of producers, consumers, and decomposers. We will compare food chains to food webs. We will dissect owl pellets and students will create a food chain based on what they find in their owl pellet.
Objectives
Students will be able to…
Differentiate between food chain and food web
Define and identify producers consumers and decomposers
Pick out a food chain within a food web
Use a key to identify remains in owl pellets
Create a food chain based on remains in owl pellets
Gloves (not necessary but some students might appreciate them)
Ziplock bags (for bones)
Toothpicks
Preparation Notes:
If there are any students that have a severe fur allergy, dust masks should be available.
Instruction
Opening (5-10 min)
What did you eat for breakfast this morning?
Where did your food get its energy from? (plants/sun, animals/plants/other animals, etc.)
What would happen if your favorite food didn't exist anymore?
Would you eat more of something else?
Today we are going to be learning about food chains and food webs using owl pellets.
Learning Activities (25-30 min)
First I will introduce the players in the food web by doing a short power point presentation about producers, consumers, and decomposers and their place in the food web. I will show representations of food webs, compare them to food chains, and discuss how everything fits into the different trophic levels. As I present the material, I will ask students questions.
Can you think of any examples of producers? Consumers? Decomposers?
Can you think of another name for a producer? Consumers?
Where do humans fit in the food web?
Look at this food web. Can you pick out one food chain from this web?
In what direction does energy flow in a food web?
The power point will conclude by talking about owls, their feeding habits, what owl pellets are etc.
In pairs, students will dissect one owl pellet. All remains found in the owl pellet will be separated and identified using the owl pellet remains key. Students will create a food chain based on the remains found in their owl pellet. Students will complete their owl pellet worksheet and hand it in by the end of class.
Closing (15 minutes)
Students will clean up their desks and participate in the closing discussion.
How is looking at this owl pellet similar to thinking about what you ate for breakfast this morning?
How many different levels in the food web do you think your breakfast went through before it got to you?
Where did the energy originally start from?
Why is using a food web to describe how energy moves through an ecosystem more accurate then using a food chain?
What part do owls play in the food web?
Students will finish worksheets and hand them in by the end of class.
Assessment
Owl pellet worksheet and questions in class.
Homework
Finish worksheet if not completed in class
References
Powerpoint resources:
www.windsorct.org/.../FoodChain/ ...
Linda Forrester URI Lab coordinator
Lesson Overview
In this lesson we will define and give examples of producers, consumers, and decomposers. We will compare food chains to food webs. We will dissect owl pellets and students will create a food chain based on what they find in their owl pellet.
Objectives
Students will be able to…
Materials
Preparation Notes:
If there are any students that have a severe fur allergy, dust masks should be available.
Instruction
Opening (5-10 min)
Today we are going to be learning about food chains and food webs using owl pellets.
Learning Activities (25-30 min)
First I will introduce the players in the food web by doing a short power point presentation about producers, consumers, and decomposers and their place in the food web. I will show representations of food webs, compare them to food chains, and discuss how everything fits into the different trophic levels. As I present the material, I will ask students questions.
The power point will conclude by talking about owls, their feeding habits, what owl pellets are etc.
In pairs, students will dissect one owl pellet. All remains found in the owl pellet will be separated and identified using the owl pellet remains key. Students will create a food chain based on the remains found in their owl pellet. Students will complete their owl pellet worksheet and hand it in by the end of class.
Closing (15 minutes)
Students will clean up their desks and participate in the closing discussion.
Students will finish worksheets and hand them in by the end of class.
Assessment
Owl pellet worksheet and questions in class.
Homework
Finish worksheet if not completed in class
References
Powerpoint resources:
www.windsorct.org/.../FoodChain/ ...
Linda Forrester URI Lab coordinator
Worksheet resources:
http://www.biologycorner.com/worksheets/owlpellet.html
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